儿童眼中的合作学习

发布时间：2018-06-08 18:00

本文选题：儿童 + 合作学习　；参考：《教育学术月刊》2015年11期

【摘要】：该研究以质性研究方法,通过分析学生有关合作学习的写作资料发现:在合作学习共同体内,儿童的身份更贴近于同伴;在群体中有一种成员身份感,个体与群体责任相互依赖;小组形式化模式和在参与结构中产生互动仪式,使用学习策略和社会技能的行动;学生、共同体与知识客体之间的关系性的对话与评价;长期的情感体验;以及群体社会中规范作用下的道德生活。总之,基于教育的人性化,应该将学生视为实践者,研究儿童,理解儿童,创设一个具有实践性、社会性、开放性的学习环境。
[Abstract]:By analyzing the students' writing materials about cooperative learning, the study found that in the community of cooperative learning, children's identity is closer to their peers, and there is a sense of membership in the group. Individual and group responsibilities depend on each other; group formalization model and interactive ritual in participation structure; actions using learning strategies and social skills; relationship dialogue and evaluation between students, community and knowledge object; Long-term emotional experience; and moral life under the normative role of group society. In short, based on the humanization of education, students should be regarded as practitioners, studying children, understanding children and creating a practical, social and open learning environment.
【作者单位】：成都师范学院继续教育学院;北京大学教育学院;
【基金】：四川省哲学社会科学重点研究基地四川中小学教师专业发展研究中心立项课题(编号:PDTR2015-001)
【分类号】：G622.4

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